Learning experiences and perceived educational value of a blended antenatal course among nursing undergraduates: a qualitative study
Background To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment, and to examine the perceived educational value of an innovative teaching model that integrates rational, emotional, and aesthetic education. Methods Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program consisting of online and offline courses at the First Affiliated Hospital’s Antenatal School, labor room observations, and a science communication competition. Following the intervention, semi-structured interviews were conducted with 20 students. A thematic analysis approach informed by grounded theory coding procedures was employed. Interview transcripts were analyzed using NVivo 12 software for coding and theme extraction. Results The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes, which were further refined into two overarching themes: Emotional Competence and Aesthetic Sensibility. Conclusion Nursing students’ participation in antenatal classes contributed to the development of emotional competence—encompassing interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility—and also cultivated aesthetic sensibility through aesthetic and humanistic experiences. These findings underscore the perceived educational value of integrating comprehensive quality education into nursing curricula, offering a meaningful pedagogical model for holistic talent development.